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Analyzing Oral Reading and Assessing Fluency. Question of the Day g0MDE2MzY2NA

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Presentation on theme: "Analyzing Oral Reading and Assessing Fluency. Question of the Day g0MDE2MzY2NA"— Presentation transcript:

1 Analyzing Oral Reading and Assessing Fluency

2 Question of the Day g0MDE2MzY2NA g0MDE2MzY2NA

3 Fluency Presentations

4 Today’s Class Discuss Inquiry Group Guidelines Place name on wiki for Inquiry Assessment Review Progress Monitoring Analyze Miscue Analysis and Running Record data Summarize the findings from MA data Describe Assessments for Fluency Select Instructional Strategies

5 Inquiry Groups Thoroughly Research and Critically Analyze one of the many “High Stakes assessments” used in the schools –Guidelines

6 Refocusing on Assessment Illinois Certification Testing System Reading Teacher Reading Specialist

7 Progress Monitoring Routine assessment of a student’s progress on certain key indicators, which may be compared to the typical progress of the students in the same grade. (Bell and McCallum, 2005)

8 Why do we do it? Accountability To measure growth individuals and groups Collect data for support personnel (school psychologist, special educators, reading specialists) to determine if a student needs support services Accountability

9 IRIs What will you assess with an IRI? Oral Reading Record: Word Identification in context Analysis of Miscues Reading Rate in WPM and CWPM Of course- this must always be connected with some sort of comprehension assessment

10 Why MA? Miscue Analysis is a window into the reading process. Teachers try to come to some understandings about how readers are making sense of texts. (Goodman, 1973) Readers are actively constructing meaning All readers miscue Readers use the cueing systems interchangeably to make sense of texts Overuse of one cueing system or lack of use of a cueing system impacts comprehension and fluency Miscue Analysis helps students gain insight to themselves as a reader

11 Analyzing a Miscue Analysis Symbol Review- How do you mark… Correct Word Omission Insertion Substitution Pause No Attempt or Assistance Self-Correct Reversal Repetition

12 Running Records An Observation Survey: Developed by Marie Clay (1993) A standardized assessment that measures early literacy behaviors –Letter Identification –Word Test – Concepts About Print –Writing Vocabulary –Hearing and Recording Sounds in Words –Text Reading (Running Record) Used to determine an appropriate level of text difficulty Records what the child does when reading continuous text Analysis includes calculating errors to determine Accuracy and Error Rates, Error and Self-correct ratios Identifies and Categorizes Reading Behaviors: MSV

13 Errors? Counted as Errors Substitutions Omissions Insertions No Attempt and Assistance Reversals Not Counted as Errors Self Correct Hesitations Repetitions These need to be noted if they occur frequently (qualitative analysis)

14 Calculating the Data Tally the information you recorded Count the number of miscues Determine what Cueing System the student was using or not using when he/she made the miscue Calculate –Error Rate (E/W x 100) –Accuracy (%, 100-ER) –Self-correction rate (ratio, SC:SC + E)

15 Involving the Student: RMA Retrospective Miscue Analysis: Readers listen to a recording of their readings and describe the types of miscues they make. They can also discuss the why they made a particular miscue and the “quality” of their miscues. This develops better understanding of themselves as readers and the reading process. See: Using Retrospective Miscue Analysis to Inquire: Learning from Michael (Wiki)

16 High Quality Miscues Many miscues readers make are acceptable. (They do not change the meaning of the text and/or they are follow the conventional grammar rules) In some cases, a substituted word can convey a more vivid word than the author’s word. The reader is reading his/her interpretation into the text. Ex: The wolf called, “Little pig, little pig… Reader substitutes “cried” for “called”

17 Another Example Text: So the next morning, the wife went off to the forest. The husband stayed home and began to do his wife’s work. Reading: So the next day, the wife went off to the forest. The husband stayed home and began to do his wife’s job.

18 How can this be done with authentic texts? Get a ballpark estimate of student’s reading level Select a text using readability formula Conduct a MA/RR with the student Analyze the data Determine strengths and areas for growth Select strategies

19 Let’s practice Use the in-comprehension reading rubric as we listen to the students read and retell Get with a partner… discuss your thoughts and analysis. What is this assessment more like: MA or RR What is the benefit to this rubric?

20 Next time Bring and analysis of your “students” with you Review RMA article

21 Question of the Day g0MDE2MzY2NA g0MDE2MzY2NA

22 Today’s Class Summarize the findings from MA data Describe Assessments for Fluency Select Instructional Strategies

23 Readability and Leveled Texts Turn and Talk: How can you level a text? IEP Readability Scale Smog Readability Scale Word Readability Online Resources Lexile Measures –Ranges from 200L to 1700L –Used in many districts around the country and has been around for about 50 years –Children are assessed and given an “lexile score” (Score correlates to a grade level)(Score correlates to a grade level) –Database helps match books and readersDatabase

24 Lexile Students’ Reading Level is assessed and given a Lexile Score Scores correlate with a grade level Many books have already been leveled and given a Lexile score Teachers, Students and Parents select materials for the student by matching the Lexile scores

25 Reviewing our readers

26 Summarizing the Data Look at the Oral Reading Data and use scoring sheet of your choice What patterns do you notice? What are the reader’s strengths and where does this person need to grow as a reader? What would your next steps as the teacher be? Strategies?

27 Assessing Oral Language Tools we have for assessing fluency and reading rate: –Words per MinuteWords per Minute –Oral reading rubrics –DIBELS Oral Reading FluencyDIBELS Oral Reading Fluency Use the Rubric to assess the following elated Don’t Let the Pigeon Drive the Bus

28 Assessing Oral Language Tools we have for assessing fluency and reading rate: –Oral reading rubric –Multidimensional Fluency Scale Choose one of the methods and practice using it as we listen to reading. Or aMLx6E0 or AA or aMLx6E0 AA

29 Oral Reading Rate 1. Words in the passage= 250 2. 250x60= 15000 3. Time the reading (150 seconds) 4. 15000/150= 100 5. Use the table (for “C(orrect)WPM, subtract the number of miscues=12, from #4) So 88

30 Strategies for Developing Fluency Model Fluent Reading (Read-aloud) Shared Reading Repeated Readings Work with High Frequency Words to Develop Automatcity Strategy Ideas: Busy Teacher Café tml

31 Looking Ahead (Home Stretch!) Next week: Inquiry Group Work time ( No class meetings) Week of 11/7: Comprehension Reading Diagnosis, Ch. 5 Looking ahead: –Inquiry Group Presentations, Nov 14 th and 16 th –Observation Due Date and Discussion, 12/5

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